Mathematics Instruction in Secondary Interim, Short- and Long-Term Alternative School Placements

Abstract

Some of our most challenging youth are educated in interim, short-, and long-term alternative school settings. Many of those youth have emotional disturbances and learning disabilities and have experienced academic and social failure in other school settings. Federal mandates require teachers to provide mathematics instruction to those students with disabilities that is consistent with regular public schools. Student characteristics and institutional barriers however, make that a difficult task. In this article, the authors highlight significant issues that affect instruction for secondary school-aged youth in exclusionary school settings. The authors also provide specific examples of effective instructional approaches in mathematics, such as enhanced anchored instruction, hands-on activities, and other integrative approaches.

Keywords:

• mathematics
• secondary education
• special education